The OU centre for STEM pedagogy
Credit transfer students are often regarded as having the potential to succeed in distance learning. However for a number of years analysis of the success of new students entering directly at L3 on Q64 (BSc Natural Sciences) has shown lower pass-rates for students compared to continuing students, in a large part due to high withdrawal rate of these students. Further analysis for the 17J cohort by D. Appleton (Senior Advisor Science SST) showed that this is a particular issue for students registered on the Open degree where students are awarded the maximum level of CT, irrespective of area of prior study. In addition, it has been reported that across all qualifications a higher proportion of 240 credit transfer students get 3rd class honours than 120 credit transfer or no credit transfer students, and a lower proportion get 1st class honours (RPL workshop data).
Two issues are likely to contribute to the high drop-out rate/ lower success of these students:
Our research questions are therefore:
The impacts of this work are potentially
This would lead to the following outcomes
Recommendations on improving support to credit transfer students for use by module teams, ALs, colleagues in the SST and student buddies.